Projects

They also recognise that school readiness requires an acceptance and understanding of a new (learning) culture for Aboriginal children who may have to adapt to Western schooling expectations that may not align with specific cultural expectations in the home. It also suggests that that culturally valued knowledge be included in assessments of school readiness.

There is currently little research into the most effective methods of teaching children with Down Syndrome and the aim of this research was to address this gap in relation to the learning of mathematics. Researchers worked with a select group of primary teachers who had one or more children with Down Sydnrome in their classrooms to identify the needs of teachers, students and parents in supporting children with Down Syndrome in learning mathematics, and to develop strategies to meet these needs.

For further information read the article, 'Everybody counts: Maths teaching for children with Down syndrome'.

The study investigated Sub-Saharan African refugee students’ high school experiences in order to identify the complex and interrelated conditions that support or undermine positive learning outcomes. Individual responses from students offer considerable insights into how students can be supported in reaching their educational goals.

For further information read the article, 'Schooling success: Support for African refugee students'.

These assessments are used to assist in the selection of academically able/disadvantaged students who are intensively supported by Skyline during the last two years of their senior secondary schooling.